2 HDP Handbook Module Two December 3, 2014 (3rd Draft) Estif

HANDBOOK FOR HIGHER
DIPLOMA PROGRAM
(HDP)
(Modified Version)
MODULE TWO
MODULARIZATION
AND
MODULAR CURRICULUM
ADDIS ABABA UNIVERSITY
NOVEMBER 2014
1
Contents
UNIT ONE ..................................................................................................................................... 6
MODULARIZATION: CONCEPT, CHARACTERISTICS AND SIGNIFICANCE ............... 6
1.1. The Concept of Modularization ......................................................................................................... 6
1.2. Importance of modularization ........................................................................................................... 8
UNIT TWO ................................................................................................................................. 15
DEVELOPING MODULAR PROGRAM/CURRICULUM ................................................... 15
2.1. The concept of curriculum ............................................................................................................... 16

2.1.1. Curriculum planning ........................................................................................................................17
2.1.2. Curriculum implementation ............................................................................................................17
2.1.3. Curriculum Evaluation .....................................................................................................................18
2.2. The Preference for the Modular Approach ...................................................................................... 19
2.3. Developing a modular curriculum framework ................................................................................. 21
UNIT THREE ............................................................................................................................. 37
DEVELOPING MODULAR SYLLABUS AND MODULE (LEARNING MATERIALS) . 37
3.1. Modular syllabus ............................................................................................................................. 38

3.1.1. Definition and purpose of a syllabus ...............................................................................................38
3.1.2. Key elements in developing or improving a course/syllabus ..........................................................40
3.1.3. Features of a syllabus ......................................................................................................................44
3.2. Developing a module (Teaching and learning material) ................................................................... 45

3.2.1. Importance of modular materials ...................................................................................................45
3.2.2. Components of module preparation ..............................................................................................47
3.2.3. Key factors in designing a module ..................................................................................................48
3.2.4. Framework towards designing modules for learning .....................................................................50
3.2.5. Stages of preparing a module .........................................................................................................59
3.3 Unit and Lesson Planning ................................................................................................................. 63

3.3.1. Importance of planning the lesson .................................................................................................63
3.3.2. Unit Planning ...................................................................................................................................64
3.3.3. Lesson Planning ...............................................................................................................................66
2
REFERENCES............................................................................................................................. 69
APPENDICES ............................................................................................................................. 74
Basic Lesson Plan ................................................................................................................................... 74
Sample lesson plan 1 .............................................................................................................................. 75
Sample lesson plan 1 Annotated ......................................................................................................... 76
Lesson Plan Sample 2 ............................................................................................................................. 78
Lesson Plan Sample 2 - Annotated ......................................................................................................... 79
3
Module Introduction
The module Modularization and Modular Curriculum is organized to guide readers, and
specifically faculty members of Higher Education Institutions (HEI), to gain the basic
conceptual understanding about what modularized curricula are and how different or
shifted compared to the non-modular curriculum. Furthermore, it is intended to help the
reader to cope with the curricular changes made on modularization in Addis Ababa
University. The modular curriculum centres on competence building and producing
employable skilled professionals.
The module consists of five units that are highly interrelated. The credit allotted for this
module is 5 ECTS (European Credit Transfer system) of the training package, which is
equivalent to 134 hours of participant study time.
The module is full of inbuilt activities. Readers are expected to be the main actors in
constructing their conceptual knowledge, developing their skill and attitude. Active
reading, reflective discussion, and continuous self and peer assessment are methods to be
employed for achievement of primarily stated learning outcomes. Constructivism and
cooperative learning are the guiding principles in modularized curricula. Each participant
is expected to keep a portfolio of records of the reflections, exercises and assessments
done to serve as a record of development.
Module Learning Outcomes
Upon successful completion of the module, participants will be able to:
discuss the concept, characteristics and significance of modularization;

explain how the modular curriculum is different from the non-modular
curriculum;
internalize the framework for developing a modular curriculum;
display skills in developing a modular syllabus and module;
show the comparative advantages of ECTS to students learning;
discuss attempts made and problems encountered in planning and implementing
the modular curriculum in the AAU
4
describe the relevance and use of Constructive Alignment for developing
instruction; and
explain the opportunities and challenges in implementing modularized
programs/curricula in HE through reflective activities.
5
Unit One
Modularization: Concept, Characteristics and Significance
Unit Introduction
In this unit you will learn about the concept of modularization/module, the significance of
modularization/module, the comparative advantages of modular instruction (MI) for
students and instructors, the modular approach vis-a-vis the non-modular approaches and
learners options in implementing modular instruction.
Unit Learning Outcomes
Upon the successful completion of the unit, the participant will be able to:
explain the concept of modularization/module;

identify the similarities and differences between modularization and module;
explain the importance of independent learning;
list down the comparative advantages of the modular curriculum/instruction;
discuss the benefits of modular instruction for students; and
explain the limitations of MI and its significance in achieving the expected learning
outcome.
1.1. The Concept of Modularization

Reflective activity 1: In groups of 3 or 4, reflect on the following questions:
1. How do you understand modularization?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6
2. The following terms are connected with modularization. What do they mean to
you?
modular instruction, self-contained,
modular teaching, self-instructional package
module, self-paced learning
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
In recent years, there has been attention given to individualized instruction in higher
education. On the one hand, this may be viewed as a reaction to crowded classrooms
because of large class size, which fosters anonymity in teaching and learning. On the
other hand, many studies have recently re-emphasized what teachers have known all
along: There are great differences in how each student learns and the pace at which they
acquire knowledge and skills. Thus, the need for instructional systems which can make
higher education available to large numbers of students and, at the same time, offer
individual learning experiences according to their pace. Thus, among the various systems
of individualized instruction proposed so far, modular instruction is one of the most
recent and combines several advantages of separate instructional innovations, such as
performance objectives, self-pacing, and frequent feedback.
Modular teaching is one of the most widespread teaching and learning techniques in
different countries. It is used in almost all subjects like the natural sciences, especially in
biology and medical education and even in the social sciences as well as in computer
education. It is a recent development based on programmed learning - a well-established
and universally recognized approach. It considers the individual differences that exist
among learners, which necessitate the planning for adoption of the most appropriate
teaching techniques to help the individual to learn at her/his own pace.
Modularisation and module are interconnected. Modularization could be taken as an

approach, whereas a module is a specific type of learning resource. Essentially, module is
7
self-contained, self-instructional package, self-paced learning according to student needs
and abilities. It covers either a single element or a group of content elements of subject
matter or area of skill. It is a recent development based on programmed instruction.
Moreover, it is a unit of work in a course of instruction that is virtually self-contained and
a method of teaching that is aimed at building up skills and knowledge in discrete units
which have well defined objectives. The set of learning contents in a module are well
organized in defined topics, specific objectives, teaching and learning activities and
evaluation.
1.2. Importance of modularization
Reflective activity 2
1. Why do you think modularization is currently given high importance in Ethiopian
higher education?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Among the key reasons stated below for implementing modularization in higher
education, which one interests you? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
There are various reasons for the higher education sector to implement modularization;
the following are taken as the key reasons:
greater flexibility in the planning and organization of education and training
programs;
the need to make education and training programs bring about improved economic
efficiency and effectiveness;
greater adaptability to the needs of the labour market
8
greater adaptability to individual needs; and
laying the basis for real choice of personal advancement through various learning
and training implementation processes that support the acquisition of professional
qualifications for both vertical and horizontal mobility.
Overall, the potential benefits of introducing modularization are manifold and to a very
large extent the way in which it meets all the challenges in bringing about this change
will determine the overall benefit. Very briefly, the areas in which benefits can be ensued
are: Ease of student recruitment, taking account of work-based learning, common
procedures throughout the institution, uniform student academic performance, rapid new
program development, simple system of introducing new modules and closure of old
ones, mixed mode (less distinction as between full-time and part-time), flexible delivery
and synergy (enabling institute-wide initiatives).
The concept of modularization is reflected in Modular Instruction. Modular Instruction

(MI) can be defined as instruction which is either partly or entirely based on modules.
Creager and Murray (1971) point out that the current uses of modules range from one or
a few modules inserted into a traditional course, to complete courses that consist of a
prescribed sequence of modules, a course which offers students the choice of a certain
number of modules. They predict that in the "near future, whole curricula or inter-
disciplinary programs may be designed around modules, in which each student's program
is tailored to his/her individual needs". It is believed that if a module is carefully designed
and implemented, it can offer the following advantages to students:
Fostering cooperation: MI reduces competition and threat of failure.

Consequently, cooperation is increased as students share the responsibility for
their own learning.
Feedback: Modules have their own built-in assessment of progress: they provide
the student with immediate and continuous feedback.
Flexibility: MI recognizes individual learner differences and is characterized by
flexibility with respect to the pacing, format, and content of instruction.
9
Mastery: MI avoids the artificial procedure of grading on a normal curve. Because
of the nature of the learning process in MI, real achievement is measured, and it is
believed that potentially all students can master the subject.
Objectives: The modules are designed so that the student easily identify the
objectives and, therefore, proceed directly to achieve them.
Recycling: MI includes provision for specific remedial work as weak areas are
quickly identified. The student, thus, does not have to re-study large amounts of
subject content.
MI has advantages for the instructor too. If the module is carefully designed and
implemented, modular instruction can offer the following advantages to the instructor:
Enrichment: The instructor has more time for "enrichment," lectures or special
presentations.
Freedom from redundancy: Since modules are independent, single-topic units
may be used intact in different courses, eliminating redundancy within and
between departments, thereby decreasing staff preparation time. Similarly,
modules could be exchanged among universities.
Freedom from routine: MI frees the instructor from both lecture preparation and
many routine administrative tasks (the latter are usually assumed by non-
professional personnel and students).
Greater satisfaction: Since modules are developed empirically (i.e., tested and
revised until they are effective), student learning is greater and therefore
satisfaction for the instructor is higher.
Individual attention: The instructor has time to focus on deficiencies of
individual students without involving the whole group in each problem.
Intellectual challenge: Concentrating on the process of learning can be an exciting
and scholarly activity. Questions such as how students learn, how the instructor
can facilitate learning and what the relevant and necessary sequence of instruction
is can provide intellectual challenges to any instructor
Student contributions: Students, perhaps after completing modules on" How to
develop a module," can become assistant curriculum designers and provide the
instructor with additional instructional materials.
10
Pre-test and post-test: Ideally, the learner begins MI by taking a pre-test which
will indicate the appropriate level. Too little or too much familiarity with the
subject area to be explored can be detrimental to successful learning. if the student
does not have all the required prerequisites, she/he may need prior remedial
instruction. If he/she is already competent in the area of a particular module,
he/she can proceed to a more advanced module or to one with a different content.
Upon completion of a module, the student is evaluated again. The post-test might
be identical to the pre-test. If the post-test indicates that the student has not
achieved mastery of the modules objectives, she/he might be recycled through
the module or through parts of it or he/she may take a remedial module. If the
learner does succeed, he/she will proceed to the next (or, to another) module. The
pre-and post-tests also allow for empirical validation of the module itself. The
learners options are charted in Figure 1 below.
Figure 1. Flow chart of learners options in modular instruction
11
1. What are your comments on the above stated benefits of MI to student learning?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Which of these benefits of a module do you think can be maintained in the
implementation of the modular curriculum at AAU? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Comparison of the conventional [traditional] approach and the modular approach
The modular and the non-modular instructions follow different approaches. A summary
of the differences between the two is presented in Table 1 below.
12
Table 1. Table 1: Characteristics of Non-modular and Modular Instruction
Characteristic Non-Modular Modular

Course success Mostly judged subjectively by the Objectives and evaluation assure that the
instructor instructor is able to correct faulty instructional
materials and knows when his course is
successful in terms of student learning
Instructional Mostly lectures and written assignments; Many different instructional activities are used to
Activities media used on the basis of instructor's optimize learning; media are used on the basis of
personal feelings about them efficacy established through trial by students
Learning Oriented toward teacher performance, with Oriented toward student performance and [credit
Experience emphasis on teaching based] instruction with emphasis on learning
Mastery It is expected that only a few students will Given enough time, all students are expected to
do very well and some will fail. achieve mastery of the subject matter.
Objectives Usually not stated in precise observable Stated in terms of student behaviours and
terms presented before instruction begins
Participation Passive Active
Presentation of Group-Oriented at Pre-determined times Highly individualized, each student can use any or
Materials all of the instructional materials, available at
preferred times
Rate (or pacing) Students must all proceed at the same rate Each student can proceed at his own rate
Reinforcement Usually only after major examinations Immediate and frequent, after small units of
material studied
Role of Disseminator of information Diagnostician, prescriber, motivator and resource
Instructor person
Test References Norm-referenced tests are used ("grading Criterion-referenced tests are used, success is
on a curve") independent of performance of fellow students
Testing Student typically takes one or to tests Designed to measure mastery of the subject matter
(sampling the material "covered") which in line with the objectives stated at the beginning
determine his grade for the entire course of the course; the purposes are the assessment of
required skills, diagnosis of strengths, weaknesses
and mastery
Source: Adopted from Postlethwait and Russel, 1971
13
1. Which of these comparative advantages of the modular curriculum would appeal to

the reality in Addis Ababa University, and which ones cannot be practical? How and
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What are the reasons for preferring modularization?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What professional elements can the instructor focus on while using modular
instruction (MI)?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
14
Unit Two
Developing the Modular Program/Curriculum
Unit Introduction
In this unit, you will get the opportunity to understand the concept of curriculum in
relation to modularization and module. You will also be acquainted with the framework
for developing modular curriculum which helps you to cope with the new developments
taking place in higher education in general and in AAU in particular.
Upon the successful completion of the unit, the participant will be able to:
describe the concept of curriculum in relation to modularization;

discuss the framework for developing the modular curriculum;
internalize the rules connected with modularization as specified in the Addis Ababa
University Senate Legislation;
explain the importance of graduate profiles, determine the type and relative weight
of areas, delivery of curriculum (modules);
list the ECTS requirements for the different levels of the programme;
explain the preference for the credit system in connection with ECTS;
display the skill of estimating students workload based on ECTS; and
describe the significance of ECTS in the Ethiopian higher education system, and
identify the teaching and learning strategies and assessment to be considered in the
modular curriculum.
15
2.1. The concept of curriculum
1. What does curriculum mean to you?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Curriculum development involves three phases: curriculum planning, curriculum

implementation and curriculum evaluation. What do you think the process at each phase
involves?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Education without curriculum is unthinkable since it is a central element or the main

means to achieve the purposes of education. Montero-Sieburth (1992) states that
curriculum is not viewed as a separate entity that operates in isolation, but rather as one
feature of an educational process that works in conjunction with the whole series of
factors. The meaning of curriculum is very illusive. To most educators curriculum is
more explained than defined. According to Schubert (1986) curriculum can be defind as:
(a) content or subject matter, (b) a program of planned activities, (c) intended learning
outcomes, (d) cultural reproduction, (e) discrete tasks and concepts, (f) an agenda for
social reconstruction, and (g) "currere" (interpretation of lived experience)." Some, for
instance, Ornstein and Hunkins (2009) believe that curriculum is defined in terms of
curriculum approaches (behavioural-rational approach, systems-managerial approach,
intellectual-academic approach, humanistic-aesthetic approach, and reconceptual
approach).
16
Curriculum development is usually taken as entailing three phases: planning,
implementation and evaluation. To Tyler (1975: 17) curriculum development is referred
to as the development phase of the plans for an educational program, including the
identification and selection of educational objectives, the selection of learning
experiences, the organization of learning experiences, and the evaluation of the
educational program.
2.1.1. Curriculum planning
It can be seen as the systematic attempt by educationalists and teachers to specify and
study planned intervention into the educational enterprise (Nunan, 1988: 10). Curriculum
planning is usually based on objectives, curriculum (educational) experiences which
consist of content and methods, organization and evaluation. These components or parts,
which are known as Design, are connected with the nature and arrangement of four basic
parts: objectives, content, learning experience and evaluation (p. 182). The planning is
reflected in syllabuses or in subject guidelines, teachers guide, students text, modules
and supplementary materials.
2.1.2. Curriculum implementation
Curriculum implementation means putting into effect the curriculum that was produced
by the construction/development processes. In other words, it is the translation of a
written or planned curriculum into classroom practices (Marsh and Willis, 1999).
According to Zais (1976), implementation activities are usually connected with the
provision of an appraisal of the effectiveness of the curriculum. Thus, by definition, it
provides evaluative feedback to the construction/development processes, in which the
data are utilized for curriculum revision and improvement.
17
1. What are the factors that contribute to the successful implementation of

curriculum?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2.1.3. Curriculum Evaluation
Curriculum evaluation is the process of collecting data on a programme to determine its

value or worth with the aim of deciding whether to maintain, revise or reject the programme.
Programmes are evaluated to answer questions and concerns of various parties. The public
want to know whether the curriculum implemented has achieved its aims and objectives;
teachers want to know whether what they are doing in the classroom is effective; and the
developer or planner wants to know how to improve the curriculum product.
According to McNeil (2009: 227), curriculum evaluation is an attempt to throw light on

two questions: Do planned learning opportunities, programmes, courses and activities as
developed and organised actually produce desired results? How can the curriculum
offerings best be improved?
Oliva (1988) also defined curriculum evaluation as the process of delineating, obtaining,
and providing useful information for making decisions. The primary alternatives to
consider based upon the evaluation results are: to maintain the curriculum as is; to modify it
or to eliminate it. Evaluation is a disciplined inquiry to determine the worth of things.
Things may include programmes, procedures or objects. Generally, research and
evaluation are different even though similar data collection tools may be used. The three
dimensions on which they may differ are: First, evaluation need not have as its objective the
generation of knowledge. Evaluation is applied while research tends to be basic. Second,
evaluation presumably produces information that is used to make decisions, or forms the
basis of policy formulation. Evaluation yields information that has immediate use while
18
research need not. Third, evaluation is a judgement of worth. Evaluation results in value
judgements while research need not and some would say should not.
1. Why is evaluation in curriculum package useful?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. What are you observations regarding curriculum evaluation in your respective areas?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2.2. The Preference for the Modular Approach

Determining an appropriate curriculum approach is usually taken as one of the useful
mechanisms for translating the general objective of education. The approach chosen
influences various educational activities such as instructional strategies, roles of teachers
and learners, curriculum materials, and evaluation strategies. Each approach emanates
from a different assumption, having its own merits and demerits. Selecting the necessary
approach is a highly professional task that demands competency in understanding the
various approaches and the values embedded in them. Depending on the political
preference, economic development, technological advancement, educational development
etc., each country determines its own curriculum approach that fits the system. The
preference for the modular approach in the Ethiopian higher institutions could be viewed
accordingly.
As indicated above, the curriculum modality preferred for the new arrangement is
modularization. According to Zmetana (2003: 175) modularization of curriculum is a
way of organizing learning materials in self-contained units that fit learner needs rather
than the rigid boundaries of traditional courses, degrees and academic calendars.
19
Zmetana further points out that each module is a self-contained learning unit based on the
achievement of a specified set of competencies of learning outcomes, and may be self-
paced or teacher led. Modularization is an approach that emphasizes the premise that
students are better able to learn if they do so at their own rates and study those areas that
focus directly on mastery of a particular objective or set of objectives (Finch and
Crunkilton, 1989).
The principal objective of the modular curriculum is to offer individual units that cover
the major content areas of the course. According to Zmetana (2003: 176), the following
are some of the key features of learning units in the modular curriculum:
They create greater access and flexibility to learning, to a variety of assessment
tools, and to the attainment of certification.
They have clearly defined competencies/outcomes and assessment methods and
expectations. In other words, they tend to be designed to achieve highly specific
objectives in a short time of several days.
They are self-contained, often having open entry and exit options and/or no pre-or
co-requisites. However, they require and enforce more individual responsibility
for learning and self-monitoring.
They can be learned in a variety of places.
They can be designed just in time to meet changing needs in workplace.
Reflective Activity 8
The Addis Ababa University Senate Legislation of 2013 underlines the significance of
the modular approach in Chapter Ten, Article 66 (pp. 81-82). For example, Sub-article 1
states that
The University education system must meet the needs of national

development and provide well planned teaching and learning programmes and
contribute to the advancement of all forms of knowledge. The University
encourages new learning and teaching strategies and modifies traditional
models of discipline-based and sequential courses. The learning programmes
20
shall be outcome-based education and training. The model of modularization
shall fit into the objectives and requirements of the Qualification Framework.
Read the 2013 Senate Legislation (available on the Universitys Website) and discuss the
ways in which you can apply these ideas in your teaching.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2.3. Developing a modular curriculum framework

In order to develop a framework for the modular curriculum, it seems necessary to
consider the components and to follow the appropriate steps. Below are the
components and the steps to follow:
i) Determination of graduate profiles
1. What does graduate profiles refer to?
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
2. Have you ever been involved in the determination of graduate profiles?
If so, what challenges have you encountered?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
21
3. Discuss competence-based curriculum vis--vis knowledge based curriculum.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. What do these terms refer to and how are they connected with modular curriculum?
professional/vocational skills, job-specific skills, transferable skills
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
Curriculum construction starts with the identification of graduate profiles, which are
presumed to be already present in each programme of the Addis Ababa University. The
preference is now competency-based type of curriculum, which stresses the
identification of professional/vocational skills, job-specific skills and transferable skills
which a graduate may have after completing the curriculum. In other words, it is
considered as an effective ability to successfully carry out an activity which has been
identified. Competence is not a probability of success in the execution of one's job; it is a
real and demonstrated capability. In other words, competence is the ability to perform
activities within the standards expected of a person.
The main difference between the proposed modular curriculum and the traditional
subject-based curriculum is that the new system organizes modules on the basis of the
structure of work and tasks, whereas the old system organizes subjects on the basis of the
traditional structure of knowledge using the criteria: level of difficulty, degree of
sophistication, degree of abstraction, disciplinarity or even chronology. Competency
based Curriculum (CBC) is also known as modular curriculum which ensures that the
person would possess both knowledge and skills of defined standards corresponding to
22
the relevant workplace requirement and reflects the realities of the workplace. The
system encourages learning in a work environment as well as course work. It focuses on
what is expected of someone in applying what they have learnt, and embodies the ability
to transfer and apply skills and knowledge to new situations and environments. Such a
system also lays emphasis on hands-on experience. The proposed modular form of
construction demands that modules be task-based or work-based.
The Senate Legislation of AAU (2013) indicates that a balanced, progressive and
coherent learning experience satisfying competency requirements shall be designed
and offered. Traditionally, curricula are constructed and delivered by departments
or programme units or schools in the University. These curricula are grounded in
distinct goals of departments or program units or schools. In a modular curriculum,
these goals are to be achieved by constructing a programme that consists of
competencies. The programs of departments/ programme units/schools have their
respective curriculums, which are obviously goal-based. For instance, preparing
competent higher education instructors in physics is an expression of a goal.
Curriculum then is one of the instruments for achieving these goals. One therefore
needs to ensure that the constructed curriculum addresses these goals. Goals need to
be further specified in the form/list of competencies and abilities, which are called
graduate profiles.
A graduate profile is a list of abilities, competencies and virtues of the graduate

from a certain programme. In formulating a graduate profile, attention should be
paid to the following competencies:
List down all competencies, abilities and virtues that the graduate of the programme
is capable of performing after having gone through the training program
These abilities and competencies must be amenable to observability, assessment and
if possible measurability.
There should be coherence between the goals of the Department/Program Unit/School
and all profiles.
23
ii) Delineating the type and relative weight of areas
The type and relative weight of areas that define the curriculum of all programmes
should be identified. The list of areas and their respective weights are also
delineated. In modular curricular arrangement, departments/programme
units/schools are expected to restructure their programmes. This task requires the
identification of the general competencies (professional/vocational skills), specific
competencies (job-specific skills) and transferable skills (such as inquiry skills,
critical thinking skills, reflective thinking) and redefining them in order to create a
coherent unit of study enabling the learner to perform a certain task or work. For
instance, a graduate in educational research methods can have the following general
and specific competencies:
General:
to design an appropriate research method;
to undertake research independently and write a good report.
Specific:
to undertake a good survey research.
There could be many ways of organizing professions or disciplines. Note however

also that there is no hard and fast rule for dividing the skills into specific and
general. There is a lot of room for blending. Modules can be constructed in the
form of single modules, double modules, or even in fractions depending on the
learning outcomes one wants to achieve. For instance, a 10 percent module, such as,
Research Methods can be organized as a single module. This 10 percent-size
module can be fractionalized into four small modules as follows; Experimental
Research; Survey Research; Content Analysis and Case Study. Each weighs a
quarter of the 10 percent-size modules. In the construction of modules, you can
have big or small depending again on the type of competencies each module
addresses. There is again no rule that determines the optimal size of a module. It all
depends on how you see things fit. Each Module should have an elaborated
syllabus and a modular teaching material.
24
1. Have you delineated the type and relative weight of areas for your
programme? If so, how did you do it?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
iii) Determining delivery of curriculum (modules)
Delivery of a modular curriculum could be either in block teaching or in a non-

block teaching. Block teaching is introduced to shorten the life span of a given
module, mainly to compel the learner to focus his/her attention on the specific
module or subject. While working on a specific module, the learner is free from
interferences, such as working on other subjects or module at the same time. This
implies the intensification of the work by engaging the learner in full workload,
either in the form of self-study (such as reading, research, lab work, practicum),
interactive study, or collaborative study. This has been practiced in the graduate
programs of the University. The three types of learning style used to engage the
learner are described below:
a) Interactive study: The team or instructor meets students in the classroom/online or

through Video Technology (VT) to accomplish the following:
introducing the module, its objectives, anticipated outcomes, approaches to the
course, student and instructor responsibilities, available resources, etc.;
introducing the major topics, identifying major issues, highlighting major
findings, arguments or theories and discussing the current state of knowledge on
the subject matter;
encouraging and provoking student involvement and inquisitiveness through
both structured and unstructured discussions; and
25
providing students with topics and guidelines for self-learning along with
assignments and activities (such as book reviews, fieldwork, case studies,
project work) and any other appropriate tasks that can help students to meet
their learning goals.
b) Independent-learning (self-learning)
Students learn independently based on the materials, guidelines and
assignments that they had been given.
Students complete their assignments and tasks, submit their works to the
module team or instructor by hand or online and/or make presentations of
their works in the classroom.
The team or instructor assesses the submissions of each student, identifies
where students have difficulties, and provides feedback.
The team or instructor provides topics and problems and organizes students
into collaborative groups for the following set of activities.
c) Collaborative learning
Students meet the instructor in small groups to undertake group discussions
based on the topics of the course and assignments, dialogues/debates, paper
presentations, or book reviews following a guideline provided for this purpose.
The team or instructor poses relevant questions and problems for discussion that
help students understand what they have learnt.
The team or instructor facilitates and moderates the discussion in ways that
would clarify difficult concepts and lead towards the learning goals.
At the end of the delivery of all courses in a module (or modules in a course as
the case may be), students meet their advisors and discuss the relevance and
contribution of the courses/modules to their learning goals.
The duration for completing one module (10 percent of the whole) is one month
with a learner workload of 175-210 hours. However, if the learner simultaneously
takes two modules, the period may extend to two months for covering both
modules. Here, it can be noted that the degree of intensification seems to be
compromised. Yet, it could be tolerable up to this stage.
26
1. Discuss the practice of interactive study, independent-learning (self-learning) and

collaborative learning styles and their contributions in the delivery of the modular
curriculum at AAU.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What are the challenges in determining the delivery of the modular curriculum?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. The delivery of a modular curriculum could be either in block teaching or in non-

block teaching. Discuss your experiences in connection with these modes of delivery.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
iv) Determining a credit system
A credit system is a systematic way of describing an educational programme by attaching

credit value to its components. Different higher education systems may have different
credit value parameters such as: instructor student contact hours, student workload and
learning outcomes. The one that has wider application in most countries and the one
recently adopted in the modularization process of Ethiopian Higher Education System is
the credit system that considers student workload. Student workload indicates the time
students typically need to complete all learning activities (such as lectures, seminars,
projects, practical work, self-study and examinations) required to achieve the expected
learning outcomes. (EU 2009). Accordingly, a credit system known as ECTS (European
Credit Transfer System) is preferred.
27
ECTS is a standard for comparing the study attainment and performance of students of
higher education used across countries. It is based on the workload students need to
accomplish in order to achieve expected learning outcomes. Learning outcomes describe
what a learner is expected to know, understand and be able to do after the successful
completion of a process of learning. Workload indicates the time students typically need
to complete all learning activities (such as lectures, seminars, projects, practical work,
self-study and examinations) required to achieve the expected learning outcomes.
ECTS is the credit system for higher education. It is a learner-centred system for credit
accumulation and transfer based on the transparency of learning outcomes and learning
processes. It is a student-centred system based on the student workload required to
achieve program objectives, preferably specified in terms of the learning outcomes and
competencies to be acquired.
ECTS is well developed and used in European countries as a result of what they call the
Bologna Process. The ministries of education in different European countries interested
in harmonizing and standardizing the higher education system convened together and
decided on a number of issues. With the simplest definition, the Bologna Process aims
to create the European higher education area by harmonizing academic degree standards
and quality assurance standards throughout Europe for each faculty and its development
by the end of 2010. In the Bologna Declaration, the ministers affirmed their intentions to:
adopt a system of easily readable and comparable degrees;
adopt a system with two main cycles (undergraduate/graduate);
establish a system of credits (such as ECTS);
promote mobility by overcoming obstacles;
promote European co-operation in quality assurance; and
promote European dimensions in higher education.
The objectives are the introduction of undergraduate and postgraduate levels in all
countries, with first degree programmes no shorter than 3 years; a European Credit
Transfer System; the elimination of remaining obstacles to the mobility of students and
teachers. The name comes because the process was proposed at the University of
28
Bologna with the signing, in 1999, of the Bologna Declaration by ministers of education
from 29 European countries in the Italian city of Bologna. This was the result of various
governmental meetings held in Prague (2001), Berlin (2003), Bergen (2005) and
London (2007).
At higher education level, 60 ECTS credits are attached to the workload of a fulltime year
of formal learning (academic year) and the associated learning outcomes. In most cases,
student workload ranges from 1,500 to 1,800 hours for an academic year, whereby one
credit corresponds to 25 to 30 hours of work. In the Ethiopian context it is proposed that
average students are expected to work 50 hours per week (between 8 and 12 hrs a day in
the five working days. Considering the 32 weeks of an academic year the total student
working hours would be 32X50=1600 hrs. per year.
Credits are allocated to entire qualifications or study programmes as well as to their

educational components (such as modules, course units, dissertation work, work
placements and laboratory work). The number of credits ascribed to each component is
based on its weight in terms of the workload students need in order to achieve the
learning outcomes in a formal context. Credits are awarded to individual students (full-
time or part-time) after completion of the learning activities required by a formal
programme of study or by a single educational component and the assessment of the
successful achievement learning outcomes.
Credits may be accumulated with a view to obtain qualifications, as decided by the

degree-awarding institution. If students have achieved learning outcomes in other
learning contexts or timeframes (formal, non-formal or informal), the associated credits
may be awarded after the successful attainment, validation or recognition of these
learning outcomes. Credits awarded in one programme may be transferred to another
programme, offered by the same or another institution. This transfer can only take place
if the degree-awarding institution recognizes the credits and the associated learning
outcomes. Partner institutions should agree in advance on the recognition of periods of
study abroad. Credit transfer and accumulation are facilitated by the use of the ECTS key
documents (Course Catalogue, Student Application Form, Learning Agreement and
Transcript of Records) as well as the Diploma Supplement.
29
1. List the differences between contact-hour credit system and student workload credit
system.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What benefits and limitations do you observe in the application of ECTS?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
N.B. For further information on ECTS, read the Guide prepared by the European Union
(2009) (Accessible on ECTS Users Guide - European Commission and the
mimeographed material prepared by a consortium of six Universities in Ethiopia about
ECTS organized by HESC and compare it with your reflection.
v) Estimating students workload/study hours
1. How do you estimate student workload/study hours?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The consortium paper (HESC 2012, p.35) indicates the meaning of workload and the
principles to be applied in calculating workload. According to the same source, the
workload of a module/unit is based on the total number of learning activities a student is
required to complete in order to achieve the expected learning outcomes. The workload is
measured in time (in work hours); for example, a module of 5 credits requires 27x5=135
hours of work of a typical student. In practice, different approaches are used to calculate
student workload. Although there are differences due to content, common denominators
can also be identified.
30
The calculation of workload in terms of credits is not an automatic process. The professor
and experts in the area have to decide on the level of complexity of the material to be
studied per course unit. Prior experience of the staff plays an essential role. One of the
contributions of the process of credit allocation is that it leads to more reflections on
curriculum design and teaching methods on the part of the teaching staff.
When deciding on the students workload it is suggested to consider the following points:
Depending on the program, the fixed length of time that the student is taking.
The overall responsibility of the design of a program of studies and the
number of credits allocated to courses lies on the appropriate bodies, e.g.,
module team (course team), and program coordinator/ manager, department
head or department/program council.
The final responsibility for deciding on the teaching, learning and assessment
activities for a particular amount of student time is delegated by the module
team and program coordinators or course chairs.
It is crucial that the teacher be aware of the specific learning outcomes to be
achieved and the competencies to be obtained.
The teacher should reflect on which educational activities are more relevant to
reach the learning outcomes of the module /unit. Educational activities can be
defined by considering the following aspects:
i) Modes of instruction( types of teaching and learning activities): lecture,
seminar, research seminar, course exercise, practical, lab work, guided
personal study, tutorial, independent study, internship, placement or
stage, fieldwork, project work, etc.
ii) Types of learning activities: attending lectures, performing specific
assignments, practicing technical or laboratory skills, writing papers,
independent and private study, reading books and papers, learning how
to give constructive criticism of the work of others, chairing meetings,
etc.
iii) Types of assessment: oral examinations, written examinations, oral
presentation, test, paper/essay, portfolio, report about internship, report
on field work, continuous assessment, (final) thesis/dissertation, etc.
31
Teachers should estimate the time required to complete the activities set for each
course unit/module. The workload expressed in time should match the number of
credits available for the course unit. Teachers must develop suitable strategies to
use the time available to the best advantage.
The teacher should have a notion of the average student work time required for
each of the activities selected for the module/ course unit.
The student has a critical role in the monitoring process to determine whether the
estimated student workload is realistic, although monitoring is also a
responsibility of the teaching staff.
Estimating student workload requires:

Team work and team spirit
institutional credit frameworks and regulations on the
use of credits
non-direct link between contact hours and credits
types and number of educational activities
types of assessment
continuous tasks (not a onetime task) constant
monitoring
Improving through student evaluation (feedback) and analysis of the activities and
assessment.
Any change in the content activities and assessment affects student workload
(credit point)
What else would you like to suggest to be added for estimating student workload?
To be specific, the number of ECTS for a module is usually converted into student study
hours including all activities such as lectures attended, teaching learning activities,
32
assessment and so on. For instance a 10 ECTS module would require 10x27=270 study
hours. This can be allotted to the different student activities (See Table ):
Table 2: Possible allotment of study hours to the different student activities
No. Items (Major Activities) Hours %

required
1 For attending lectures 60 22.2
2 For Project work 60 22.2
3 For Presentations 30 11.1
4 For Tutorial and problem solving 40 14.8

sessions
5 For continuous and final assessment 10 3.7
6 For Group work 30 11.1
7 For Independent study 40 14.8
Total 270 100
All the above activities need to be accomplished to get credit for the module.
Credits are allotted to all educational components of a study program (such as modules,
courses, placements, dissertation work).
1. What are your experiences of allotting time to different student activities while
estimating student work load? Do you think you need to make certain changes? Why?
33
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
vi) Determining credit requirements
Taking 60 ECTS as average student workload, a Bachelors Degree programme

requirement has been suggested in ECTS (HESC, 2012). Similarly, the credit
requirements in ECTS and credit hours for graduation has been specified in the Senate
Legislation of AAU (see article 1, p. 79) as follows: The minimum and the maximum
total credit required for undergraduate degree programmes are:
The minimum total credits for a three-year bachelors degree programme shall be 180
ECTS/109 credit hours while the maximum is 192 ECTS/114 credit hours.
The minimum total credits for a four-year bachelors degree programme shall be 240
ECTS/145 credit hours, while the maximum is 260 ECTS/152 credit hours.
The minimum total credits for a five-year bachelors degree programme shall be 300
ECTS/182 credit hours while the maximum is 330 ECTS/190credit hours.
The minimum total credits for a six-year bachelors degree programme shall be 360
ECTS/218 credit hours while the maximum is 400 ECTS/228 credit hours.
In this article, it is also indicated that Any college, school or department/center
wishing to deviate from the above stated maximum and minimum total credits shall
obtain the approval of the ASCRC.
A direct conversion from a previous credit system to ECTS by considering the former
109 cr. hrs. as equivalent to 180 ECTS is not advised because it would be attempting to
equate contact hour credit points to student workload credit points. It is suggested that the
student workload in the courses taken should be considered.
1. What is your reflection regarding the conversion of credit hour points to ECTS credit
points?
34
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
2. Consider a module that you are teaching currently, or imagine one that you will teach
in the future. Allot ECTS considering student workload, the learning outcomes and
competencies to be achieved at the end. Then list all student activities that will add up
as the student workload. Again allot hours to each student activity and justify it with
reason. Write your own assessment of the time allotted. Then request other
participants to assess your time allotment.
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________
3. Are there differences between your assessment and that of your partners? Why do you
think so?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
vii) Determining assessment of learner performance
1. Discuss your experiences of evaluation/assessment while implementing the modular

curriculum.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Evaluation/Assessment is part of any curriculum design. Accordingly, the modular

curriculum focuses on a particular type of assessment. The AAU Senate Legislation
provides the following guidelines concerning the assessment of the modular curriculum:
35
Performance of learners in a module should be evaluated in relation to the
achievement of the modular-objectives (criterion-referenced) rather than on
competitive basis (norm-referenced) and normal distributions.
The old system of using the normal curve for determining grades should be
replaced by initial planning of correspondence between number-grades and letter-
grades while determining the latter.
Failing grades for a module can be determined by learner performance below 60
percent of the total. It is suggested, however, that each instructor with the
consultation of his/her department can modify the suggested grading scale.
Assessment of student work should be continuous, valid, and reliable.
There should be a meaningful and effective system of evaluating, revising, up-
grading or phasing out academic programmes.
1. Identify the type, size and number of modules for at least one undergraduate or
graduate programme.
No Type of module Size No of No of Number of Number of hours;

modules ECT hours; 1ECTS=30 hrs.
S 1ECTS= 27
hrs.
1
2
3
4
5
6
7
6 Total
2. Discuss the strong points and limitation of the programme you considered in terms of
the type, size and number of modules.
36
No. Strong points Limitations
Unit Three
Developing Modular Syllabus and Module (Learning
Materials)
Unit Introduction
In this unit you will identify features of a module. The unit discusses the rationale for
modularization and the features of modules in details.
The focus of the chapter is on developing coherence in the curriculum through the use of
learning outcomes, teaching methods, materials, activities, and assessments. The main
question to be asked is what do students need to learn and how best can their learning be
facilitated. Hence, this unit introduces the basic points to be taken into account in
developing the modular programme syllabus.

Upon the successful completion of the unit participants will be able to:
explain the significance/importance of syllabus and module for implementing the
modular programme;
describe the modular syllabus and module components;
37
discuss the similarities and differences between a modular syllabus and a module
list the series of steps taken into account during module and module syllabus
development; and
discuss attempts made and challenges encountered in developing the modular
syllabus and module.
3.1. Modular syllabus
3.1.1. Definition and purpose of a syllabus
Do you think a university instructor is expected to develop a syllabus? Why? How is a

syllabus different from a course outline?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The term Syllabus is derived from the Greek word meaning "label for a book." The
definition states that a syllabus is "a summary outline of a discourse, treatise, or course of
study or of examination requirements." However, the typical university course syllabus
is more than an outline.
The terms curriculum, course and syllabus have been assigned meanings that often
overlap (Richards, 1996). White (1988) considers a syllabus narrowly as the specification
and ordering of content of a course or courses. According to Richards (1996: 3), in the
broadest sense, the process of course development is similar to that of curriculum
development. By and large, a syllabus is a detailed blue print which consists of the main
38
parts of a curriculum. It is the basis for developing the teaching and learning materials
(modules) as well as the instruction. The syllabus reflects the modules ingredients,
procedures, policies, standards and operations.
A syllabus serves multiple purposes and might include several details. The overall
purposes of the syllabus are to:
introduce the subject to the class and provide contact information;
delineate the goals and the objectives of the course;
describe the scope of the course (what topics will be addressed);
lay out the sequence in which content will be covered;
state precisely how (papers, exercises, field assignments, group work, homework
and exams) and when mastery of course content will be assessed; and
provide behavioural guidelines for the course and contingencies.
This last point is important because it lays the ethical grounds for the course and creates
the course culture. Both the instructor and students abide by the ethical code of conduct.
The syllabus is one of the few formal, tangible links between the instructor and the
students, and because it will be referred to throughout the semester, time and energy
should be spent on constructing the syllabus (Sinor and Kaplan). Research indicates that
an outstanding instruction and a detailed syllabus are directly related (Grunert,
1997). Students will appreciate and respond positively to a syllabus that bears the marks
of being well planned.
It is believed that an explicit and accessible syllabus serves as a central document and
record of your course. Students rely on the syllabus as a guide throughout the course and
as a type of contractual agreement established from the beginning of the course offering.
A well-crafted syllabus assists student learning in the following ways (the University of
Oregon 2014):
39
It demonstrates how the course content not only represents specialized body
of information on its own but also shows how it fits into the larger context of a
discipline/field.
It defines the essential elements and focus of the course.
It explains the methods, procedures and processes used by scholars in a field.
It describes the organization and presentation of the course content.
It defines learner outcomes in objective terms.
It explains assessment procedures and their contribution to the learning
process.
A learner-centered syllabus will help students meet the course goals when it:
Organizes the structure and content of the course.

Establishes a framework for thinking about the subject from the instructor's own
point of view.
Clearly explains the goals of the course in terms of information and learning
processes.
Establishes clear rules and boundaries for performance.
Suggests resources to promote successful learning experiences (the University of
Oregon 2014).
Comment on the above syllabus design principles developed by the University of Oregon.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.1.2. Key elements in developing or improving a course/syllabus
Kathy Zellers suggests that as you begin developing or improving a courseand before
committing to any assignments and activitiesthink about the course in the context of
the overall curriculum and the programme goals. Furthermore, it is necessary to ask
40
yourself what you want to accomplish in the course as well as what learning goals and
outcomes you would like your students to meet.
i) Determining outcomes
Course goals are the goals of instruction; they identify the knowledge, skills, and
attitudes a student should have upon completing this course.
Course Goals are specific to each course in the programme and support both the
programme and institutional goals.
Learning outcomes include new knowledge, skill, and attitudes that result from
accomplishing the course goals.
Knowledge-based outcomes refer to the acquisition of new knowledge, i.e.
students are able to recall, describe and identify new knowledge; students are able
to critically reflect, analyze or judge information and build upon prior learning.
Skills-based outcomes refer to the application of knowledge in similar or new
content areas, i.e. students are able to apply concepts and operate, assemble,
install, build, or conduct some type of process or manipulate objects or materials.
Attitude-based outcomes refer to the development of or a change in intrapersonal
areas, i.e. students gain self-awareness and awareness of others; they question,
justify, advocate, defend, challenge, endorse, dispute, and/or persuade about a
condition, event or action.
1. Identify five to seven goals and/or measurable outcomes.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Identify at least one knowledge-based, one skills-based, and one attitude-based

outcome.
41
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Create outcomes that are measurable and that map directly to each course goal.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Write outcomes using the best verb for each learning category:
Knowledge-based verbs
__________________________________________________________________
__________________________________________________________________
Skills-based verbs
__________________________________________________________________
__________________________________________________________________
Attitude-based verbs
__________________________________________________________________
__________________________________________________________________
ii) Creating Course Topics, Assignments & Activities
Kathy Zellers (2014) discussed the creation of course topics, assignments and activities.
It is emphasized that once you have established the vision, goals, and learning outcomes
for your course, you will be able to break the course into topics that map to the learning
42
outcomes. If students study these topic areas, they will be able to accomplish the
outcomes you have identified. Then, in each topic area, you will design and structure
assignments and activities that will guide your students through the topics.
The first step here is to list all of the topics you will cover in the course, and divide them
into units. Make sure you set aside enough time to cover each topic. You may decide to
include this list in your course syllabus. Zellers produced a list of questions used as a
checklist while selecting course topics, course activities and assignments as follows:
Course topics
What is the breakdown (subtopics) of the course topics you have identified that
must be covered in order to accomplish the course learning goals?
What are the activities that would best help students master each topic?
What reading, writing, and research assignments would best support students'
mastery of each topic?
What are all the possible resources that could be provided to enhance students'
exploration of each topic?
Of all the possible resources, which are the best to accomplish the learning goals
in the available timeframe?
In addition to the resources you select, what additional information do you need to
give students to get them engaged in the topics and to inspire their thinking and
interest in the topic?
What questions do you want to ask students to engage their thinking about the
topic and what questions do you want them to ask themselves?
Course activities and assignments
Some of your activities and assignments will prepare students to demonstrate their
knowledge (building block assignments) and some will be "key assignments". The key
assignments are those that demonstrate student mastery of the course learning outcomes.
As you identify key assignments, you will also need to develop assessment tools or
rubrics for those assignments that can accurately evaluate student learning.
43
Zellers points out further that activities and assignments may include, but are not limited
to: written reports, oral presentations, multi-media presentations, critical analysis,
scenarios and/or simulations, case studies, field trips, portfolio work, interviews and other
research assignments, product development, role plays, self-assessment inventories, and
exams.
Activities and Assignments can be interactive, project-based, team-based, and/or exam-

based. Some activities and assignments will have a research component. If the
assignment requires research, it is necessary to make sure that the amount of research
required is appropriate to the course level and subject, and that students can take
advantage of library resources, databases, and/or web sites.
Finally, assignments should be designed in such a way that they discourage plagiarism.
For example, students can be asked to write a reflection at the end of the assignment
discussing their work process and what they learned from the work and the topic. They
can also be asked to explain why they have chosen their topics.
1. Discuss your experiences with your colleagues regarding determining course activities
and assignments.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.1.3. Features of a syllabus
Actual syllabi will vary from field to field and from course to course (Sinor and Kaplan,
2014). Keeping in mind your responsibilities and goals for the course or section, you, as a
teacher, will need to tailor your syllabus to meet the needs of your class. Sinor and
Kaplan (2014) add that most syllabi include the following features (components): Basic
information, course or section description, texts/materials, course schedule/weekly
calendar/assignments, course or section aims, attendance, class participation, being
44
late/missing assignments and exams, academic dishonesty, grading criteria, and other
information that can be included.
1. Analyze features or components of a syllabus in your field of study.

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
2. Discuss your findings with your colleagues.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What do the contents of a module imply?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What are the bases on which module learning outcomes are set?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.2. Developing a module (Teaching and learning material)

3.2.1. Importance of modular materials
The module is one type of resource and a vital one in many contexts. In developing
countries, the module (textbook) could be taken as a de facto syllabus and, apart from the
teacher, the most important support for the acquisition of knowledge and skills. Since a
modularization is mainly based on self learning, self pacing, outcome-based, the need for
an adequately designed teaching and learning material (module) is indisputable. In other
45
words, it is doubtful to effectively implement a particular curriculum without teaching
and learning materials.
A modular teaching material has the following advantages:
a) It is well structured to avoid redundancy in curriculum content. This structure

facilitates flexible arrangement in time-tabling, grouping and staff deployment.
b) Each module clearly states its specific objectives in terms of concepts, skills and
attitudes to be achieved, facilitating more successful experience in learning for
students.
c) A modularized curriculum provides flexibility and choice. This can enhance

curriculum tailoring to cater for individual differences among learners. Moreover,
its structure expedites the insertion or deletion of teaching content when necessary.
This is helpful in taking care of students who are admitted at different times of the
academic year. In spite of all these advantages, attention must be paid to ensure the
coherence of the modules so that the curriculum is comprehensive without being
fragmented or the important contents being missed out.
d) It helps to develop life-long learning abilities and habits as well as fundamental

concepts and principles, which are required by every learner in a fast-changing
world.
e) It arouses interest in learning by using authentic scenarios and through activities

perceived as meaningful by the student. It includes a large number of lifelong
learning abilities which can be conveniently assessed. These abilities include
information processing, higher-order thinking, communication, and collaboration,
etc.
1. Do you agree with the above list of advantages? Why? What more advantages can you
add?
46
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. What possible limitations do you observe and what do you suggest for improving the
limitations?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.2.2. Components of a module
After stating general purposes and objectives with a list of major contents grouped into
units and sections, each learning unit is made to incorporate specific learning outcomes
next to the topic, followed by probing questions for student reflection. The exercise
serves as advance organizer, motivator or means of arousing student interest. It helps to
create connection between previous knowledge with the new content to be learned.
Guiding explanations and illustrations that lead to a better achievement of learning

outcomes are stated in brief in a way that gives the student a chance to explore more from
different sources like discussions, modules, reference materials and the internet.
Formative assessment means for self, peer and teacher use are embedded in the
organization of content. Self-check questions, activities, discussion questions, check lists,
end of unit tests/quizzes are examples of assessment means embedded. The continuous
assessment results are recorded in portfolios and serve as evidence of student
achievement out of the workload credit hours used for the purpose. The content
organization does not put the student in a straitjacket. A list of reference materials and
outlets to see new developments, like web sites, internet are suggested at the end of each
unit.
The format of organizing the teaching material may vary, but the above essential
elements will be found in all.
47
The development of a module starts from understanding the format(s). By and large, a
module can contain introduction, objectives, pre-assessment (pre-test), learning
experiences and resource materials. A brief description of each part is given in Figure 2
below.
Basically, developing a quality module is like preparing for any good instruction. The
module must be both accurate and precise. To better aid the development process, a
module development checklist which focuses on key areas that might affect the quality of
the finished product is provided.
1. Discuss your experiences of module development in terms of pre-learning, while-

learning, and post-learning phases or any other phases which you consider important.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
3.2.3. Key factors in designing a module
It seems necessary to look at the key factors in designing modules: Institutional and
course context, curriculum philosophy or value constraints, knowledge of the potential
students and level descriptors/subject bench marks. Discuss the factors listed in Figure 2
below.
48
The module design process in outline
Figure 2: Some key factors in the design of modules
Source: University of Brighton (2014). Centre for Learning and Teaching 2014-15. p. 3
1. Discuss the similarities and differences of the factors in Fig 2.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Do you think there are missing factors in the Figure 2? If so, what are they?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
49
3.2.4. Framework towards designing modules for learning
There are varieties of modular design of courses in higher education. In the process of
devising a module, the key is to forge educational and logical links between learner needs,
aims, learning outcome, resources, learning and teaching strategies, assessment criteria
and evaluation. In Figure 3 a framework for module design and development is outlined.
This provides an overview of the process, highlighting the important variables in module
design and illustrating the relationships among them; however it is important to stress
that it is not a linear process.
Learner Teacher Institution Professional

Needs Needs Needs Body Needs
Stakeholders
Evaluation
Mecahnisms
Stakeholders Area of theory
Underpinning Deep
Module Module Learning Learning apprach to
Rationale Aim(s) outcomes Theory learning
Learner Constructive Subject

support Alignment content
Assessment Teaching
strategies Strategies
Figure 3: Framework for Module Design and Development
Source: Roisin Donnelly and Marian Fitzmaurice (2005). Designing Modules for Learning. p.
101
50
i) Applying relevant learning theory
Any systematic approach to module design must start within the context of a theoretical
framework. When designing modules, it is important for teachers to be aware of the
concept of deep and surface approach learning. Much research has previously been
conducted on the relationship between courses and the approach students take during
learning. Arising from these studies, there are implications in terms of module design.
Incorporating the following to module design can offer a greater likelihood of fostering a
deep approach to learning:
sustained interaction with content;

relating new ideas to previous knowledge;
providing explicit explanation and clear knowledge base to students;
structuring a reasonable student workload;
providing opportunities for students to pursue topics in depth so that they can
understand the material by themselves;
ensuring an appropriate formative and summative assessment strategy.
These ideas resonate with teachers in the higher education environment and have
implications both for their choice of learning and teaching strategies. An awareness of
these approaches is fundamental for module design process.
ii) Constructive Alignment: Importance of Coherence
The constructive alignment approach maximizes the conditions for quality learning by
ensuring alignment through the process, from learning outcomes to the choice of teaching
methods to assessment. The fundamental principles of constructive alignment are that
good teaching system aligns the teaching method and assessment to the learning activities
stated in the objectives: There are three elements involved in the process of
constructively aligning your module. These are (a) defining the learning outcomes, (b)
developing a learning rationale and (c) determining the aims and learning outcomes.
51
Defining the learning outcomes
It is often easier to think productively about abstract topics such as values only after
thinking about more concrete issues such as curriculum content and learning strategies. A
series of steps should be taken into account during module design process:
Thinking through the rationale for the module under development;

Deciding on aim and learning outcomes for the module;
Thinking about the module content;
Exploring learning and teaching strategies and appropriate learner support;
Focussing on assessment;
Considering learning support;
Planning a module evaluation strategy.
Developing a Learning Rationale

The purpose of a learning rationale is to serve a broad value system for learning in a
module. The opportunity to think through and discuss such issues through the process of
module design can support teachers to highlight the values that they hold as educators.
The module should do more than adding information to students` stock of knowledge.
The reflections that teachers make will assist them in developing a coherent rationale
statement to develop a module.
1. Share ideas on the formulation and implementation of the educational goals of a

module you are working with?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Why is the subject matter important?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
52
________________________________________________________________________
_______________________________________________________________________
3. Reflect on your beliefs and values about the learning and teaching process, i.e. your
philosophy of the learning and teaching process?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
c) Determining Aims and Learning Outcomes
The aim of a module indicates the general direction or orientation of a module in terms of
its content and sometimes its context within a programme. An aim tends to be written in
terms of the teaching intentions.
The learning outcome is the statement of what the learner is expected to know,
understand and be able to do at the end of learning. Learning outcome focuses on
learning rather than teaching - what the teacher can provide and what the learner can
demonstrate at the end of the modular course. Thus, learning outcomes should be written
from the point of view of the learner. They can help students to understand what they are
expected to know and be able to do at the end of a module.
Points to consider when writing learning outcomes
Be realistic - take into account prior knowledge, available time and the learning
opportunities;
Avoid learning outcomes that are too broad or too narrow in scope;
Avoid using non measurable verbs like know, understand or learn as they are
vague and need to be interpreted;
You can use open-ended learning outcomes to allow for creativity such as apply
theory critically to analyse a given situation;
Be as succinct and concise as possible;
53
Keep the number of learning outcomes to a manageable number;
Use simple language;
Ensure that learning outcomes are assessable.
Identifying Teaching and Learning Strategies
In addition to the three elements discussed above, determining appropriate teaching

methods is unavoidable while developing a module. The combination of methods and
constructive engagement with learning activities leads to understanding. Even the best
designed modules, with very worthwhile defined learning outcomes, can fail if the
teaching strategies employed are inappropriate for meeting the desired learning outcomes.
The following approach will help you to think through and decide on appropriate
teaching strategies for your module. First, take time to read over the module aims,
learning outcomes and content material. Then, focus on how best you can involve
students in making sense of the material through active engagement and applications.
Reflective activity 27: Share your experiences on the following questions.
1. Who are your learners, e.g., undergraduate, postgraduate?
____________________________________________________________________
____________________________________________________________________
2. What kinds of learning are you trying to achieve, e.g., knowledge, skills, ...?
_____________________________________________________________________
3. How are you delivering the contents, i.e. what strategies have you been using?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
4. What kind of learning activities can be organized to meet the learning outcomes, e.g.,
case studies, problem-solving, role play?
54
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. What resources are available to you, e.g., hand outs, worksheets, OHPs, visuals...?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Does your teaching strategy support the learner to meet the desired learning outcomes?
(The matrix in Table 3 below provides an opportunity for you to review a range of
popular teaching strategies in higher education and the type of learning which each
strategy best supports.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
55
Table 3: Summary of some possible teaching strategies, learning activities and
assessment
Source: Roisin Donnelly and Marian Fitzmaurice (2005). Designing Modules for Learning. p.
106
Determining Assessment
It is necessary to consider the fundamental principles of assessment methods in order to

develop the syllabus. Assessment is generally considered in terms of either being
formative and/or summative. Formative assessment is used to inform both students and
the teacher about how the learner is progressing. Feedback and assessment are integrated
and should be used to improve student learning. Summative assessment is used to grade
students at the end of a module or to accredit them at the end of a programme.
Formative assessment is used to contribute to continuous assessment. It is argued that

students have to get maximum opportunities to learn in a module, and then there must be
56
some option for a formative assessment which does not contribute to the final grade.
Students can obtain feedback which will allow them to address any gaps in their
knowledge or skills.
1. What knowledge do you want to assess? Refer to your learning outcomes.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What skills do you want to test?
________________________________________________________________________
________________________________________________________________________
____________________________________________________________
3. Have you built-in provision for formative and summative assessment?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What weighting do you want to give to the final exam and other forms of continuous
assessment?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. What components do the following questions in curriculum address:
What to teach? ________________________________________________________
How to teach? ________________________________________________________
Why to teach? ________________________________________________________
57
Assessment should be given a serious consideration and the choice of assessment
methods should clearly relate to the learning outcomes. Using one method of assessment
rarely satisfies all learning outcomes for a module and we would recommend that in
devising your assessment strategy, a variety of methods should be included.
It is also important for module designers to think about how modularity may impact on
assessment practices and give consideration to some of the pitfalls associated with
assessment within modular structures. In designing or redesigning modules, it is vital to
bear in mind which parameters of assessment you need to agree on as a group, and
which can be left to individual teachers or subject coordinators. In a modular system, it
is important to guard against over-assessing students based on the unit of study. Also
there is a tendency in a modular curriculum to crowd the assessments with the result that
students are handing in multiple assessments at the mid-way point and at the end.
Supporting Learners
In designing a modular syllabus, it is necessary to indicate the type of learner support

required for the achievement of the learning outcomes. These include administrative
issues around module design: scheduling of teachers, students, teaching activities,
assessment time and module resources. Many modules are over ambitious and require
more time on the part of students for their completion than is reasonable. The success of
modules depends on a careful allocation of resources, teaching rooms, laboratories,
library facilities and equipment.
Whether you are teaching a module alone, or are adopting a team-teaching approach, you
will find a need for support, whether it is technically, subject-matter, audio-visual,
information skills or information technology, and it is important to think through the
issues.
1. Have you considered the implications of the likely background, qualifications and
experience of students?
58
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Have you considered a learner support policy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Do you have any ideas for producing a student guide for the module?
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________
3.2.5. Stages of preparing a module
Module preparation has a vast range of activities, and it requires sufficient time and
finance. The whole task could be classified as the planning stage, writing stage and
evaluation and revision stage. These issues will be treated through discussion and
different activities.
1. Based on your experience, what were the attempts made and problems encountered
while preparing a module (during planning stage, writing stage and evaluation and
revision stage)?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What do you suggest to improve in module preparation?
59
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3 What is the quality of the modules that were prepared?
4 Examine the checklist under Table 4 based on the questions below.
a. Is the checklist an appropriate instrument to evaluate a particular module?

b. Provide your strong justification for either yes or no response
c. Evaluate a particular module on the basis of either the checklist below or one
modified/developed by you?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Table 4: Possible Module development checklist

Items
Yes No
I. Introduction
A. The introduction is clear and concise.

B. The introductory statement shows how this module
relates to other modules or experiences.
C. Prerequisites specify what the student should be able
to do before proceeding with the module.
D. Directions to the student include an explanation of
how to test out.
E. An easy-to-follow table of contents is included.
II. Objectives
A. Terminal and enabling objectives are provided.

B. Each objective specifies the activity to be performed,
60
the conditions, and the level of acceptable
performance.
C. The terminal objective focuses directly on application.
D. Enabling objectives contribute to student to student
mastery of the terminal objective.
E. Objectives reflect a logical flow from basic awareness
and understating to applied performance.
III. Pre and post-assessments
A. Pre and post-assessments align closely with the

terminal objective.
B. Instructions for completing the assessment are
provided for the student.
C. The assessment procedure used is the most objective
one for the particular situation.
D. Pre- and post-assessments are identical when the
student cannot become test-wise
IV. Learning Experiences
A. Each learning experience is correlated with an

enabling objective.
B. Every learning experience provides students with the
best means of achieving specified objectives.
C. Learning activities provide specific ways in which the
student may participate in the learning process.
D. Alternate activities are used as necessary to provide
different (but equally good) routes to module mastery.
E. Optional activities are used as necessary to
supplement and enrich basic instruction.
F. Learning experience assessments provide the student
with feedback about his or her progress.
V. Resource material
A. All resource materials used in the module are listed in

sufficient details so that they can be readily identified
and located.
B. Each listed resource actually assists students in
mastering module objectives.
VI. General
A. All written materials are at a reading level that is

suitable for the intended audience.
B. Continuity exists between the various segments of the
module.
C. Technical content is accurate and up-to-date
61
D. There is no sex or racial bias in the module.
VII. Tryout
A. Teachers perceive the module as being an effective

teaching-learning device.
B. Students perceive the module as being an effective
teaching-learning device
C. Students master module learning experiences in an
efficient manner.
Reflective activities on opportunities and challenges in implementing modularized

programs in AAU (Please write down your answers and keep them in your portfolio.)
Please list down the opportunities of the modular approach to the teaching learning
process at AAU. Primarily try to list down the opportunities individually and then
form pairs and discuss jointly, then in a group four, and then the whole group.
Write the agreed upon opportunities and keep it in your portfolio.
Repeat the same process for challenges. Quite often when new ways are introduced
the challenges seem to be too many. List all the challenges that are identified by
the whole group. This creates opportunity for learning because once we are aware
of the challenges we will continuously be seeking new ways of overcoming the
challenges faced.
Next, form groups of three and discuss two of the challenges faced. Do some
reading or research and come up with useable solutions to be reported to the
whole group for additional comment/suggestions.
As starting point read samples of opportunities and challenges with suggestions for
improvement that are given in the HESC 2012 material (pages 40 to 42). Then
reach an agreement on the major opportunities and list of Challenges with
possible recommendations for improvement. Finally, keep a very good and
detailed record of every activity you have done in your portfolio to serve as
reference material.
62
3.3 Unit and Lesson Planning
3.3.1. Importance of planning the lesson
In order to implement the curriculum, planning the lesson is taken as a very important
means of instruction. Teachers have the responsibility to design and implement
instruction. Plans vary widely in their style and degree of specificity. Just as there are
many ways to teach and learn, there are many ways to plan - there is no single best way.
Regardless of the format teachers choose, master teachers use planning to help them
select the content and methods that will most help their students achieve predefined
learning goals. Without effective planning students are less likely to achieve those goals.
According to Orlich et. al. (2001: 127), research findings on lesson planning indicate the
following:
1. Researchers have neither identified nor validated any widely accepted or consistently
practical planning model. Plans, planning efforts, and planning methods vary widely
among teachers. Planning seems to be influenced most by the selection of learning
activities, instructional objectives, content, students age, available time, and teaching
strategies. Of these, time and proven activities appear to have the greatest influence
on the way that teachers plan.
2. Teachers use a variety of lesson plan formats. Time is a critical teaching constraint,
and all teachers organize blocks of instructional time in lessons for years, semesters,
months, weeks, and a day. Content is also a major consideration, and teachers
generally organize content into coherent segments called unit plans and subsequently
into manageable parts called lesson plans.
3. Planning serves as a guide to action. Plans are written to act as a guide during the
instructional interactions. In this regard, plans provide and maintain a sense of
direction and instil confidence in your teaching. Of course, weekly or daily lesson
plans are typically an administrative requirement in many educational intuitions.
(Clark and Peterson, 1986).
4. Teachers tend to carry much of their planning in their mind rather than on paper.
Here, Wolcott (1994) advised that until you have several years of experience, it is
63
useful to make written plans; the more you work out your plans on paper, the more
effective you will become.
5. Teachers rarely plan in the linear model, which is often encouraged in textbooks.
6. Planning for instruction is the key to excellence.
1. Discuss the importance of planning in your teaching?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What do you think are the factors that affect planning in AAU?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.3.2. Unit Planning
To make learning manageable, dividing instructional time and topics is considered to be

useful. Since everything cannot be taught at once, content is sorted out into blocks called
units. However, having subdivided our instruction into units to make it manageable, we
must also be careful to allow time to pull the pieces together again to make the content
understandable. Walsh (1992: 178) indicated that Unit planning is the most important as
well as the most time consuming level of planning for each teacher.
According to Orlich et. al. (2001: 138), parts of a unit plan include: subject of topic,
rationale, instructional objectives, content, processes, resources, learning activities and
evaluations.
64
i) Defining the unit subject: Unit subjects or topics vary. You can select unit contents
within your own subject area based on concepts and using questions and generalizations.
ii) Defining the rationale: A rationale answers the question Why is it important to your
students to learn the material?
iii) Defining goals and objectives: In planning units and lessons, teachers need to
develop learning outcomes in the three areas of content understanding (as opposed to
simply memorizing facts), skills/processes, and attitudes. Objectives are statements of
student outcomes, not teacher behaviours.
iv) Selecting resources and materials: Each unit you create should have as many
appropriate resources as you can find to support your instruction and to provide as many
ways as possible for students to connect their experiences to the unit.
v) Creating learning activities: Activities play an important role in students learning.
Learning activities based on active learning is suggested to be considered in the unit.
vi) Formulating assessment tools: the final portion of your unit plan is assessment of
student progress. Since planning is a recursive activity, you need to consider assessment
throughout the planning process. Orlich et. al. (2001: 144 - 145) suggest some general
guidelines of assessment. First, perhaps most important, is to remember that the purpose
of assessment is to provide evidence of the degree of achievement each student has made
toward each objective. Whatever your system, it must provide that type of individual
data. Second, it is important to think of assessment as occurring through out your units -
it is not simply a big test at the end. Finally, explain your assessment methods to your
students they want and need to know how their performance will be judged. Knowing
the ground rules helps them clarify their efforts and will probably result in higher
achievement.
1) Comments on the parts of a unit plan proposed by Orlich et. al. (2001).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
65
2) Discuss the importance and problems associated with unit planning in using unit plan
in your Department/School.
3.3.3. Lesson Planning
Lesson planning is simply an extension of unit planning. Lesson plans are not the same
as activity schedules. Lesson plans, like unit plans, are statements of what students will
do. There are many different lesson plan formats from which to choose; the best one to
use is determined by your specific instructional goals and teaching strategies. The better
the teacher plans, the better the teacher (Walsh, 1992: 97).
Reflective Activity 34
1. Share you experiences for two or three participants in using lesson plans?
2. Make comments on the Model Lesson Plans indicated in the appendix section. Discuss
their appropriateness in using them in teaching (particularly in implementing the
modular curriculum at AAU).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
66
End of Module Self-assessment
What have you found most useful in this Module?
Write a reflective comment on your overall performance and achievements in this Module
How would you evaluate your overall performance in this Module? Please circle what you
should receive :
PASS or REFER
Signature of candidate: _____________________
67
Date: __________________________
68
References
Altman, H.B., & Cashin, W.E. (1992). Writing a syllabus. Exchange, September,
unpaginated.
Ben-Peretez, M. (1980). Teachers role in curriculum development: an alternative

approach. Canadian Journal of Education 5:52-62.
Biggs, J (2001). Teaching for Quality Learning at University. Open University Press,
Great Britain.
Black, P and William, D (1998). Inside the Black Box: Raising Standards through
Classroom Assessment. Cambridge: Kings College
Bloom, B S, ed. (1956). Taxonomy of Educational Objectives: The Cognitive Domain.

New York: David McKay.
Brown , S (2004) Assessment for Learning. Learning and Teaching In Higher Education,
Issue 1 (2) 2004-05 Electronically published resources materials from the world
wide web pages.
Clark, C. M., P. L. Peterson. (1986). Teachers thought Processes. In M. C. Wittock

(editor). Handbook Research on Teaching (3rd. edn).. New York: Macmillan
Donnelly, Roisin and Fitzmaurice, Marian (2005).DESIGNING MODULES FOR

LEARNING. In: Emerging Issues in the Practice of University Learning and
Teaching. ONeill, G., Moore, S., McMullin, B. (Eds). Dublin:AISHE, 2005.
Available <http://www.aishe.org/readings/2005-1/>
Finch, Curtis R. & Crunkilton, John R. (1989). Curriculum Development in Vocational
and Technical Education. Boston: Allyn and Bacon
Freeman, R. and Lewis, R. (1998). Planning and implementing assessment. London:

Rutledge Falmer Taylor and Francis Group
Gronlund, NE (1978). Stating Objectives for Classroom Instruction (2nd edn) London:
Collier Macmillan.
HESC, MoE, (June 2012). A Guideline for Modularization to Ethiopian Higher

Education Institutions, Addis Ababa (Unpublished).
69
McNeil, John D. (2009). Contemporary Curriculum: In thought and Action. River Street,
Hoboken: Wiley
Mager, RF (1984) Preparing Instructional Objectives (2nd edn), Pitman Learning Inc.
California.
Moon, J (2002) The Module and Programme Development Handbook, Kogan Page,
London.
Nunan, David (1988). The Learner-Centered Curriculum. Glasgow: Cambridge

University Press
Office of the Vice President for Research and Dean of the School of Graduate Studies,
AAU (2010). Procedures of Modularization and Block Teaching: Masters
Program of the Addis Ababa University. Unpublished
Ornstein, Allan C. and Hunkins, Francis P. (2009). Curriculum: Foundations, Principles

and Issues. Pearson Education
Orlich, Donal C. et. al. (2001). Teaching Strategies: A guide to Better Instruction. (6th
eds.). Boston: Houghton Mifflin
Oliva, Peter F (1988). Developing the Curriculum. Boston. Little and Brown
University of Brighton (2014). Centre for Learning and Teaching 2014-15. Study Pack.
Module Design. Available at
<https://www.google.com.et/search?biw=1280&bih=913&noj=1&q=+University
+of+Brighton+Centre+for+Learning+and+Teaching++Study+Pack+&btnG=Sear
ch>, Retrieved on December 1, 2014.
Pollard, A (2008). Reflective Teaching, (3rd edn.) London: Continuum International

Publishing Group
Postlethwait, S.N. and Russell, J.D.(1971). Minicourses-The style of the future ? In: J,C,
Craeger and ELI, Murray (Eds.). The use of modules in college biology teaching.
Washington: Commission on Undergraduate Education in the Biological
Sciences, The American Institute of Biological Sciences, pp. 5 -8.
70
Sinor, Jennifer and Kaplan, Matt (2014). Creating Your Syllabus. Center for Research on
Learning and Teaching. The Regents of the University of Michigan. Available
<http://www.crlt.umich.edu/gsis/p2_1> Retrieved on December1, 2014
Walsh, F.M. (1992). Planning Behaviours of Distinguished and Award-Winning High

School Teachers. Unpublished Doctoral Dissertation. Pullman: Washington State
University
Wolcott, L. L. (1994). Understanding How Teachers Plan: Strategies for Successful

Instructional Partnerships. School Library Media Quarterly. 22(3): 161-165.
While, R. V. (1988). The ELT Curriculum: Design Innovation and Management. Oxford:
Blackwell
Zellers, Kathy (2014) Creating Course Topics, Assignments & Activities. Available <
http://teaching.colostate.edu/tips/tip.cfm?tipid=130> Retrieved on December 1,

2014. Colorado State University.
Zais, Robert S (1976). Curriculum: principles and Foundations. Harper and Row
Zmetana, Katherine (February, 2003). Modularization of Curriculum. In Susan J. Wolff

and George H. Copa Oregon State University. New Designs for Career and
Technical Education at the Secondary and Postsecondary Levels: Compendium of
Design Reviews of Related Research, Policies, and Exemplary Practices. National
Research Center for Career and Technical Education, University of Minnesota St.
Paul, Minnesota. Pp. 175-177
Supplementary Reading Materials
Abbot, J. and Ryan, T (2000). The Unfinished Revolution: Learning, Human Behaviour,
Community and Political Paradox. Stafford: Network Educational Press Ltd
Assessment Reform Group (1999). Beyond the Black Box. Cambridge: Cambridge
University School of Education
Baines, E., Blanchford, P. and Kurnick, P (2008) Promoting Effective Group work in
Primary Classrooms TLRP Improving Practice Series. London: Rutledge
71
Covey, S (1999). The Seven Habits of Highly Effective People. Simon and Schuster
Dewey, J (1933). How We Think: a Restatement of the Relation of Reflective Thinking to

the Educative Process. Chicago: Henry Regency
Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA:

Anker Publishing Co., Inc.
Hargreaves, D (2005) About Learning: Report of the Learning Working Group. London:
Demos
Hughes, M. (2006). And the Main Thing is LEARNING. Cheltenham: Education Training
and Support
Graves, Kathleen (1996). Teachers as Course. In Jack C. Richards (ed.). Teachers as

Course Developers. New York: Cambridge University Press pp. 1-11
Livingstone G, (2001) Taking Teacher Education Forward Education/ Policy Ref No

Ed/Po 3, Addis Ababa: Voluntary Service Overseas Ethiopia
Ministry of Education (2010). Education Sector Development Program IV.
Mullins, L (2010). Management and Organisational Behaviour. Harlow: Pearson

Education Ltd
Marsh, Collin J. and Willis, George (1999). Curriculum: Alternative Approaches,

Ongoing Issues. Upper Saddle River, NJ: Merrill
People in Need (2010). Teaching Biology Using Active Learning Methods A

Handbook For Teachers. Addis Ababa: People in Need
Reid, M & Barrington, H (2001). Training Interventions, (6th edn.). Trowbridge: The
Cromwell Press
Rogers, C and Freiberg, J (1994). Freedom to Learn (3rd edn.). Upper Saddle River, NJ:
Prentice Hall
Seager, J (2009). The Penguin Atlas of Women in the World. London: Penguin Press
Thomas, W. and Smith, A. (2004). Coaching Solutions: Practical Ways to Improve

Performance in Education. Stafford: Network Educational Press Ltd.
72
Turnbull, J (2009) Coaching for Learning. London: Continuum International Publishing
Group
UNESCO (1996) Learning: The Treasure Within. Report to UNESCO by the

International Commission in Education for the 21st century (UNESCO Publishing)
Wudu, M,, Tefera, T. and Woldu, A (2009) The Practice of Learner Centred Method in
Upper Primary Schools of Ethiopia. Ethiopian Journal of Education and Science
4(2):27-39 . Jimma: Jimma University)
73
Appendices
Basic Lesson Plan
Key Learning Area : Date:
Curriculum Links: Level:
Topic:
Lesson objectives : IEP considerations
Groups
Resources:
Learning activities / process: Time
1. Opening introduction
2. ............
3. ............
4. ..............
5. Closing review
Assessment Opportunities:
Evaluation: O (organisation) 1- 5
R (resources)
B ( behaviour)
I ( interest)
T ( timing)
74
Sample lesson plan 1
Key learning area Topic or title
Learning outcomes: Resources:
Lesson introduction:
Main teaching points:
Lesson conclusion:
Assessment of learning: Teaching evaluation:
75
Sample lesson plan 1 Annotated
Key learning area Topic or title
Curriculum area ( English) Speaking and listening
Lets go shopping
Learning outcomes: Resources:
State curriculum document Texts, equipment, games, cards, diagrams,

human resources
Strand
Specific learning outcomes related to the

lesson
Lesson introduction: Provide an indication of the duration.
Set the scene for the lesson, and describe what you are about to teach
Main teaching points: Provide an indication of the duration of each task.
This is the body of the lesson, and may include questions to develop understanding, and extend
thinking. Explain to the students what they are required to do, and what your role will be in
facilitating learning.
Lesson conclusion: Provide an indication of the duration.
Brings the lesson to a conclusion, summarises and reiterates the key points and ideas presented.
76
Assessment of learning: Teaching evaluation:
How will you assess student learning, The evaluation is concerned with reflective
understanding, skills? What strategies will you practice. Identify the interrelationships between
use to assess whether students attained the the outcomes, content and delivery. pedagogy
learning outcomes? What will you do next and
lesson?
What went well?
What could be improved?
How could you improve this?
77
Lesson Plan Sample 2
DATE: Level:
Learning Area: Topic:
Strand:
Learning Outcomes:
Lesson Objectives: At the end of this lesson students should be able to:
Timing Learning & teaching strategies Key teaching points Equipment/resources
Assessment of learning and teaching: Self evaluation:
Notes for next lesson
78
Lesson Plan Sample 2 - Annotated
DATE: level:
Learning Area: Which curriculum area? Topic: Focus of teaching and learning
Strand: Links to state curriculum document and strand
Learning Outcomes: Links to curriculum documents and indicators
Lesson Objectives: At the end of this lesson students should be able to:
What do you want students to be able to do, know, or understand at the end of the lesson? How will
you know - what evidence of learning can you expect?
Timing Learning & teaching strategies Key teaching points Equipment/resources
Approx Introduction Main points or questions Texts, student books,

games, tapes, CD,
of Teacher directed Sequentially presented human resources,
timing Whole class
for each
point
As This section is related to the As above As above

above body or main part of the lesson.
Co-operative or individual
learning
Ability, streamed, friendship,

gender, student selected, or
79
teacher directed groupings
Jigsaw; round robins;

think/pair/share/; inside/outside
circles; pairs;
As This section is related to the As above As above

above conclusion of the lesson.
Teacher directed
Whole class sharing, celebration

of learning
Assessment of learning and teaching: Self evaluation:

Checklists, work samples, performances, What went well? Why?
student self assessment, rubrics,
What didnt go as well? Why? What will you do next
time?
Notes for next lesson

Points to remember for next lesson. A particular resource? A child may require extension?
Remediation or other types of intervention?
80

2 HDP Handbook Module Two December 3, 2014 (3rd Draft) Estif

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2 HDP Handbook Module Two December 3, 2014 (3rd Draft) Estif

Uploaded by

Copyright:

Available Formats

HANDBOOK FOR HIGHER

ADDIS ABABA UNIVERSITY

UNIT ONE ..................................................................................................................................... 6

MODULARIZATION: CONCEPT, CHARACTERISTICS AND SIGNIFICANCE ............... 6

1.1. The Concept of Modularization ......................................................................................................... 6

1.2. Importance of modularization ........................................................................................................... 8

UNIT TWO ................................................................................................................................. 15

DEVELOPING MODULAR PROGRAM/CURRICULUM ................................................... 15

2.1. The concept of curriculum ............................................................................................................... 16

2.2. The Preference for the Modular Approach ...................................................................................... 19

2.3. Developing a modular curriculum framework ................................................................................. 21

UNIT THREE ............................................................................................................................. 37

DEVELOPING MODULAR SYLLABUS AND MODULE (LEARNING MATERIALS) . 37

3.1. Modular syllabus ............................................................................................................................. 38

3.2. Developing a module (Teaching and learning material) ................................................................... 45

3.3 Unit and Lesson Planning ................................................................................................................. 63

Basic Lesson Plan ................................................................................................................................... 74

Sample lesson plan 1 .............................................................................................................................. 75

Sample lesson plan 1 Annotated ......................................................................................................... 76

Lesson Plan Sample 2 ............................................................................................................................. 78

Lesson Plan Sample 2 - Annotated ......................................................................................................... 79

Module Learning Outcomes

Upon successful completion of the module, participants will be able to:

discuss the concept, characteristics and significance of modularization;

Modularization: Concept, Characteristics and Significance

Unit Learning Outcomes

explain the concept of modularization/module;

1.1. The Concept of Modularization

1. How do you understand modularization?

Modularisation and module are interconnected. Modularization could be taken as an

1.2. Importance of modularization

The concept of modularization is reflected in Modular Instruction. Modular Instruction

Fostering cooperation: MI reduces competition and threat of failure.

Figure 1. Flow chart of learners options in modular instruction

Comparison of the conventional [traditional] approach and the modular approach

Characteristic Non-Modular Modular

Source: Adopted from Postlethwait and Russel, 1971

1. Which of these comparative advantages of the modular curriculum would appeal to

2. What are the reasons for preferring modularization?

Developing the Modular Program/Curriculum

Unit Learning Outcomes

describe the concept of curriculum in relation to modularization;

1. What does curriculum mean to you?

2. Curriculum development involves three phases: curriculum planning, curriculum

Education without curriculum is unthinkable since it is a central element or the main

2.1.1. Curriculum planning

2.1.2. Curriculum implementation

1. What are the factors that contribute to the successful implementation of

2.1.3. Curriculum Evaluation

Curriculum evaluation is the process of collecting data on a programme to determine its

According to McNeil (2009: 227), curriculum evaluation is an attempt to throw light on

1. Why is evaluation in curriculum package useful?

2.2. The Preference for the Modular Approach

The University education system must meet the needs of national

2.3. Developing a modular curriculum framework

i) Determination of graduate profiles

1. What does graduate profiles refer to?

2. Have you ever been involved in the determination of graduate profiles?

If so, what challenges have you encountered?

professional/vocational skills, job-specific skills, transferable skills

A graduate profile is a list of abilities, competencies and virtues of the graduate

There could be many ways of organizing professions or disciplines. Note however

iii) Determining delivery of curriculum (modules)

Delivery of a modular curriculum could be either in block teaching or in a non-